著者

村田 美穂

出版者

日本神経学会

雑誌

臨床神経学 (ISSN:0009918X)

巻号頁・発行日

vol.50, no.2, pp.67-73, 2010-02-01

著者

大原 利眞

出版者

日本生態学会

雑誌

日本生態学会誌 (ISSN:00215007)

巻号頁・発行日

vol.61, no.1, pp.77-81, 2011-03-30

被引用文献数

5

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対流圏オゾンが再び大きな問題になっている。日本で測定されている光化学オキシダント(その大部分がオゾン)の濃度は、1980年代後半から全国の測定局で上昇し、その年平均濃度は1985〜2007年度の間に、約0.25ppbv/年(1%/年)の割合で上昇している。さらに、光化学オキシダント注意報を発令した都道府県は徐々に増加し、2007年には28都府県に達して観測史上最大となり、汚染地域が拡大している。2007年5月8日から9日にかけて、九州をはじめ西日本の広い範囲で光化学オキシダント注意報が発令され、大きな社会問題になったことは記憶に新しく、同様な現象は2008年、2009年にも発生した。また、離島や山岳のような清浄地域でもオゾン濃度が上昇していることが報告されている。対流圏オゾンは、工場や自動車などから排出された窒素酸化物や揮発性有機化合物が大気中で光化学反応を起こすことによって生成される。しかし、日本では発生源規制等によって、これらのオゾンの原因物質は年々減少している。なぜ原因物質が減少しているのにオゾン濃度が上昇しているのか。なぜ発生源が近くにない地域でもオゾンが上昇し、汚染が広がっているのか。これらの原因の1つとして、アジア大陸からの越境汚染の影響が考えられる。経済成長が著しいアジア地域では、火力発電所、工場、自動車等による化石燃料の燃焼などによって大気汚染物質の排出量が急増している。これに伴って、オゾンやその原因物質が大陸風下の日本に運ばれて、日本のオゾン濃度が広域的に上昇していると考えられる。オゾン以外にも、窒素酸化物、硫黄酸化物、硫酸塩・硝酸塩・黒色炭素・有機炭素などの粒子状物質(エアロゾル)、POPS(残留性有機汚染物質)、水銀などの様々な大気汚染物質が大陸から流入している。このため、東アジアにおける越境大気汚染の実態、発生メカニズム、生態系や人の健康に与える影響、将来予測などに関する総合的な研究を進めるとともに、科学的知見も踏まえた国際的な大気環境管理の構築に向けた取り組みを強める必要がある。

著者

東 賢一 内山 巌雄 池田 耕一

出版者

日本建築学会

雑誌

日本建築学会環境系論文集 (ISSN:13480685)

巻号頁・発行日

vol.70, no.597, pp.89-96, 2005

被引用文献数

1 4

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We studied the historical perspectives and social or political backgrounds to define the regulation for indoor air quality (IAQ) in residential environment in 29 foreign countries. In contrast to the indoor air in occupational environment, there are multiple low concentration chemicals in residential environments. Therefore, the fundamental concept of approaches to preserve a good IAQ is non-regulatory strategies by IAQ information, e.g., guideline values, labeling systems or documents. In addition, the indoor air pollutants that were caused the serious public health effects and extensively used in residential environment, have been enforced the restriction of the emission rate or banning the use of the emitting materials. The indoor air quality guidelines were established in 13 countries or states. These guidelines were based on each original situation or strategies, e.g., indoor air pollutions, lifestyle, climates or policies. Especially, the guideline values with two or three classifications with the aim of precaution for vulnerable groups to indoor air pollutants, or people with allergies or respiratory illnesses, were established in Germany or the Republic of Finland.

著者

Saba Masaki Iwao Kenji Fujita Toshihiko

出版者

日本動物分類学会

雑誌

Species diversity : an international journal for taxonomy, systematics, speciation, biogeography, and life history research of animals (ISSN:13421670)

巻号頁・発行日

vol.17, no.1, pp.21-28, 2012-05-25

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A new asterinid, Disasterina akajimaensis sp. nov., is described from a specimen collected at Akajima Island, the Ryukyu Islands, Japan. It is clearly distinguishable from its five congeners by the following diagnostic characters: body relatively low and flat, uncalcified interradial areas conspicuous on ventral interradii, papulae numerous in center of disc, abactinal plates mostly lacking spinelets, inferomarginal plates with 2-4 spinelets, actinolateral plates with 1 spine, oral plates with 4-5 oral spines and no suboral spine, adambulacral plates with 1-3 furrows and 1 subambulacral spine. This is the first report of this genus from Japanese waters. Notes on the genus Disasterina and a tabular summary of the characters of the currently known species are also given.

著者

森 大吉郎

出版者

一般社団法人 日本航空宇宙学会

雑誌

日本航空宇宙学会誌 (ISSN:00214663)

巻号頁・発行日

vol.24, no.265, pp.58-66, 1976-02-05 (Released:2009-05-25)

参考文献数

18

著者

秋葉 鐐二郎 松尾 弘毅

出版者

一般社団法人 日本航空宇宙学会

雑誌

日本航空宇宙学会誌 (ISSN:00214663)

巻号頁・発行日

vol.24, no.266, pp.103-113, 1976-03-05 (Released:2009-05-25)

著者

福澤 仁之 安田 喜憲 町田 洋 岩田 修二

出版者

東京都立大学

雑誌

重点領域研究

巻号頁・発行日

1995

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すでに入手済みの福井県三方五湖水月湖における過去15万年間の年稿堆積物コアおよび鳥取県東郷池における過去5万年間の年稿堆積物の観察および記載を行った.その結果、1年毎に形成される年稿葉理(ラミナ)と、地震による津波や乱泥流によって形成される厚い葉理を分離し識別することが可能となった.地震による葉理はその前後の年稿に比べて、層厚が厚く粒子比重が大きいことが特徴であり、分級化構造も認められる.また、水月湖の場合には、氷期の葉理は1年に2枚の暗灰色葉理が認められることがあり、この暗灰色薄層は夏期と冬期の菱鉄鉱濃集層である.すなわち、氷期における水月湖は冬期に氷結して垂直循環が停止した可能性がある.一方、東郷池にはこのような冬期の暗灰色葉理が認められず、冬期に氷結しなかった可能性が高い.これらの事実は、湖沼の年稿堆積物を用いて編年を行なう際の留意点を示しており、今後、放射性炭素年代の測定を行なって、これらの仮定を裏付ることが是非必要である.一方、これらの年稿堆積物に含まれる風成塵鉱物の同定および定量を行って、次のことが明らかになった.1)中国大陸起源の風成塵鉱物の一つであるイライト(雲母鉱物の一種)の結晶度は、最終氷期の最寒期(ステージ2およびステージ4)において最も良好になるが、最終間氷期(エ-ミアンすなわちステージ5)においては最も不良になる.ただし、エ-ミアンの中ではほとんど結晶度の変動は認められなかった.2)イライト堆積量の変動についてみると、氷期には多いが間氷期には少ない.しかも、年稿との対比から、その変動は数年単位で急激に変動していることが明らかになった.これらの事実は、氷期から間氷期へあるいはその反対の移行期に、中国大陸へ湿潤な空気をもたらすモンスーンと、日本列島周辺に風成塵をもたらす偏西風の強度が数年間で急激に変動したことを示しており、その変動現象は注目される.

出版者

American Library Association

巻号頁・発行日

1988

著者

金井 香里

出版者

東京大学

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.47, pp.451-460, 2008-03-10

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Based on an in-depth field research conducted in a public primary school located in the Kanagawa Prefecture, this article explores a teacher's experienced dilemmas in coping with some difficulties a "newcomer" student goes through in school/classroom. It has been pointed out in former studies that a Japanese teacher tends to take into little consideration different cultural/historical backgrounds of newcomer students in coping with difficulties they go through, which leads them to academic failure(low academic achievement, dropouts etc.). In actuality, however, the teacher does consider different cultural/historical backgrounds of "newcomer" students somehow. Although the teacher attempts to cope with the students'difficulties in consideration of their backgrounds, his/her treatment at times causes preventing them from studying in school/classroom. Through an analysis of a teacher's experienced dilemmas in her classroom practice, the author illuminates why the teacher's treatments cause preventing a "newcomer" student from studying in classroom/school while she attempts to take into much consideration the student's cultural/historical backgrounds.

著者

金井 香里

出版者

東京大学

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.43, pp.245-254, 2004-03-10

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Based on an in-depth field research conducted at two public primary schools located in the Kanagawa Prefecture, this article explores two Japanese teachers'ways of representing an ethnic minority(i. e., a "newcomer" and a "second generation newcomer" respectively). It has been pointed out in the former studies that the cultural differences of ethnic minorities are invisible in the Japanese schools and that teachers tend to treat the difficulties/failures these minorities go through as individual issues, i. e., his/her own personality and/or the family circumstances, rather than social issues. It is true that teachers have such a tendency. However, it is necessary to analyze how such attribution occurs in the teachers'thinking processes because it is also true that the teachers must have obtained some information of ethnic minorities'cultural/historical backgrounds such as nationality, birthplace, the parents'home country, etc. In this article, it is analyzed how the knowledge about the backgrounds of an ethnic minority influences a teacher's cognition of the behaviors of the child's. For the analysis, the author focuses on the two modes of representation in a teacher's thinking: one mode of representation concerns individual characteristics of a child; the other informations about the child's cultural/historical backgrounds. In conclusion, it is suggested that teachers use strategically the knowledge of ethnic minorities'backgrounds(i. e., nationality) in the daily interaction with the children in the classroom.

著者

金井 香里

出版者

東京大学

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.45, pp.235-244, 2006-03-10

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Based on a field research conducted in a diverse classroom in a public primary school in the Kanagawa Prefecture, this article explores what kind of strategies a teacher adopts in order to resolve the dilemmas he encounters in coping with the issues of "newcomer" students in the classroom. It has been pointed out in a former study that Japanese teachers tend to have a peculiar way of dealing with issues of "newcomer" students : they eliminate rather than make the most of the cultural differences of the students'(datsu-bunmyakuka) ; they treat each "newcomer" student as a member of the homogeneous population in the classroom/school (doshitsuka) ; and they treat the difficulties/failures the students go through as individual issues, i.e., his/her own personality, rather than social issues (kojinka). Teachers seemingly have such tendencies. However, they encounter dilemmas, considering hard situations a "newcomer" student is in due to his/her own cultural/historical background. Through an analysis of a teacher's narratives as well as the teacher-student (s) interactions, the author illuminates why the teacher adopts strategies which may be expressed as kojinka or doshitsuka while he considers the hard situations the "newcomer" student is in due to his own cultural/historical background.

著者

金井 香里

出版者

一般社団法人日本教育学会

雑誌

教育學研究 (ISSN:03873161)

巻号頁・発行日

vol.68, no.2, pp.181-191, 2001-06-30

著者

佐藤 学 秋田 喜代美 西端 真理子 塚田 美紀 浅井 幸子 金田 裕子 金井 香里 川本 隆史

出版者

一般社団法人日本教育学会

雑誌

教育學研究 (ISSN:03873161)

巻号頁・発行日

vol.68, no.1, pp.98-99, 2001-03-30

著者

金井 香里

出版者

日本カリキュラム学会

雑誌

カリキュラム研究 (ISSN:0918354X)

巻号頁・発行日

no.10, pp.113-124, 2001-03

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The influx of "newcomer" children into classrooms in Japanese public schools brought Japanese teachers to deal with the difficulties and problems these children face in learning and participating in classroom communication. The teachers tend to regard the children's difficulties and problems in classroom as the children's handicap in the Japanese language and so to focus their own efforts on improving the children's language ability. The teachers' treatment helps the children adapt to the life in classroom somehow. However, it has been pointed out somewhere (Tsuneyoshi, R. 1998) that such a way of treating "newcomer" children functions in a way to situate them in a lower position or even marginalize them in classroom. The stress on improvement of "newcomer" children's language ability is observed not only in teachers' practice in classroom but also in the current research trend. Researchers have focused on improving the children's Japanese ability in addressing the issues on "newcomer" children learning and participating in classroom. It should be noted, however, that the "hidden" issue in classroom would not be addressed if the research focuses only on the children's language ability. In other words, there is some limitation in the current way of teachers' practice in multicultural classroom as well as the current research trend. In this paper, the author attempts to show a theoretical framework to conduct case studies on teachers' role in Japanese multicultural classroom. As the author's interest is in the way teachers deal with various cultural differences, either implicit or explicit, in a communication process, and the effects of teachers' treatment on the relationship between "newcomer" children and other children in classroom, the concept of border is referred to. The concept has been developed by some sociolinguists and educational anthropologists in the United States (i.e. McDermott, R. P. & Gospodinoff, K., Erickson, F. etc). According to them, a border is an arbitrary line formed by somebody along some cultural difference. A person is treated differently, depending on which side of the border he/she is located in. The author's discussion is twofold. First, the aspect of implicit/covert/invisible culture as well as explicit/overt/visible culture (Hall, E. 1959) is important in exploring teachers' cognition and treatment of cultural differences in classroom. Teachers tend to deal with "newcomer" children's explicit cultural traits (e.g. language). Yet, even a slight difference in implicit culture (e.g. standards of judgment according to which one's own behavior is shaped and the other's evaluated) may have a great effect on the "newcomer" children learning and participating in classroom communication. Furthermore, such difference may cause some conflict or tension between the "newcomer" children and other children. Second, the concept of border helps to analyze the influence teachers' treatment of cultural differences has on the children in classroom. Teachers' treatment of various differences among children means the formation of and the arrangement of borders. It is emphasized that in the teaching practice are formed not a few borders, which a teacher attempts to arrange. A teacher's treatment of cultural differences in classroom possibly has such an influence on the children that the teacher has not expected, i.e., some children may form a culture border and locate the "newcomer" children beyond the border. In conclusion, the author suggests that for exploring teachers' role in multicultural classroom, case studies need to be conducted with the theoretical framework shown in this article.

著者

狐塚 重治

出版者

社団法人日本産科婦人科学会

雑誌

日本産科婦人科學會雜誌 (ISSN:03009165)

巻号頁・発行日

vol.30, no.1, pp.32-38, 1978-01-01

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娩出直後の胎盤の復元は未だ実現されていないが若しこれが出来るようになつたら臨床上の利点は非常に大きいと思われる.私は昭和37年依頼妊娠,分娩を通じて自分自身で取扱つた約10,000例の分娩を対象として胎盤を含めた卵膜腔の展開および復元のための基礎的な研究を行ない,ようやくその方法を確立し得た.その結果胎盤の付着部は1つの壁の場合もあり,両壁の場合もあり,それに伴つてその形態にも種々変化があることを認め,これを次のように分類した.即ち胎盤が1つの壁に附着するものを1壁附着,前後両壁に跨つて附着する場合を両壁附着とし,更に1壁附着を中央附着(これを細分してM_1, M_2, M_3, M_4に分けた)と側方附着(これを細分してS_1, S_2, S_3, S_4に分けた)に分け,また両壁附着を2M, 2S_1, 2S_中,2S_2, 2S_3に分けた. この分類法に従つて,昭和49年より昭和51年までの3年間の分娩例,4,231例の中,不詳78例,前置胎盤16例,双胎23例,子宮奇形32例を除いた4,082例(96.5%)を分類すると,1壁附着は3,811例(90.1%)量壁附着271例(6.4%)となつた.即ち1つの壁(主として後壁)に附着する場合が絶対的に多く,中でも側方附着が多いことがわかつた.更に細かく分けてみると,S_1が17%で最も多く,ついてM_2, S_4, S_2, M_1, S_3, M_4と次第に少なくなりM_3は特に少なくなつている.両壁附着は非常に少なく,271例,6.4%を占めるに過ぎないが,形態に変化が多く,形態異常と言われる例の大部分が之に属している.尚前置胎盤,子宮奇形,双胎等はそれぞれ特異な興味ある形態を示す.

著者

KANEKO Hiroshi

出版者

科学基礎論学会

雑誌

Annals of the Japan Association for Philosophy of Science (ISSN:04530691)

巻号頁・発行日

vol.11, no.1, pp.35-49, 2002-11-25

参考文献数

16

被引用文献数

1 2

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It has been the main stream of research into intuitionsim for some decades to try to interpret intuitionist criticism of classical mathematics from a constructive semantic point of view. In such attempts, however, it is impossible to include all intuitionistic tenets, especially Brouwer's criticism of language and communication, in such a semantic framework. Some parts of Brouwer's thoughts thoroughly resist any kind of semantic interpretation. This is similar to Wittgenstein's later philosophy which also does not fit any kind of semantic interpretation, or to interpretations that his philosophy is constructed to exclude any semantic readings. By this comparison I hope to suggest that we have something to learn from Brouwer's philosophy, especially his criticism of language and linguistic communication that resists any semantic readings. In fact, Brouwer exerted influence on peoples such as Hilbert and Weyl for almost two dacades before the beginning of semantic research, that is, before the formulation of intuitionistic logic by Heyting. So, we can raise a legitimate question about what influence Brouwer exerted. Roughly speaking, I think it was his prior insights into the relation between language and mathematics. In the following, I would like to consider what those insights are, what kind of view on language they are based on and how they influence the foundational debates.

著者

高橋 滋 本多 正喜 宇部 弘子 椎原 康史

出版者

群馬大学

雑誌

群馬大学医療技術短期大学部紀要 (ISSN:03897540)

巻号頁・発行日

vol.15, pp.91-97, 1995-03-31

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We investigated emotional effects of music in 227 normal female subjects, which were classified into 123 younger-aged group (10-24 yr.) and 104 middle-aged group (30-64 yr.). We presented three different types of classical music: Sonata No.2 (Rachmaninoff), Peer Gynt Suite Nr.1 (Grieg) and Brandenburg concerto No.2 (Bach). The emotional responses aroused by music were assessed by the questionnaire, which were consisted of the 12 emotional responses. The four factors extracted by factor analysis were interpreted as follows: the anti-depressive effect, the anxiety effect, the elated effect and the sedative effect. Compared with the factor scores of younger-aged group, the middle-aged group had higher scores of the anti-depressive effect in Grieg and Bach, higher scores of the anxiety effect in every three music and higher scores of the sedative effect only in Grieg. As to the effect of different types of music, Grieg had the anxiety effect but Bach had the anti-depressive effect. Thus this questionnaire proved to be useful to assess the emotional effect aroused by music.

著者

郎 潔

出版者

東京大学文学部中国語中国文学研究室

雑誌

東京大学中国語中国文学研究室紀要 (ISSN:13440187)

巻号頁・発行日

vol.15, pp.140-152, 2012-10

著者

中野 敬一

出版者

神戸女学院大学

雑誌

論集 (ISSN:03891658)

巻号頁・発行日

vol.59, no.2, pp.103-120, 2012-12

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Chiristianity was first introduced into Japan in 1549 by the Catholic missionary, Francis Xavier. However, Christians were persecuted quite strongly by the ruling forces of the time. By the mid 17th centuty, missionary work conducted in public had completely ceased to exist. Christianity was re-introduced into Japan in 1859. In the Meiji era various sects of Protestant and Catholic missionary groups from various contries, particularly from the United States, arrived in Japan once again and started their missionaty work. Missionaty groups introduced Japanese to Christian ideas of the other world (afterworld, the world beyond) and Japanese who became Christian believed what the missonaries taught. What kinds of ideas have Japanese accepted and developed? To know the ideas of the other world of Japanese converts in the Meiji era, we study sermons and articles by famous Japanese preachers (such as Jo Niijima, Masahisa Uemura, Kanzo Uchimura and so on), tracts written by missionaries, and hymns that Christians in Japan used in the Meiji era. Studying these materials, we could see some common characteristics of the ideas of the other world. The preachers or missinaries insist that there is a "Heaven" with God. In heaven, the deceased have peace and happiness, and can meet Got and the other dead who already were there. In particular, "to meet again" with family members or friends are significant words for hope in Heaven. The Japanese Christians who believed these ideas must have been comforted and given hope for their future. The important thing that we have to comfirm is that we could not see any specific image of Heaven or Hell. For example, they ded not talk about the form or shape of Heaven, or the condeition of the deceased.

著者

大河 和夏 増谷 利博 石垣 逸朗

出版者

森林計画学会

雑誌

森林計画学会誌 (ISSN:09172017)

巻号頁・発行日

vol.40, no.2, pp.211-219, 2006-12-31

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神奈川県丹沢山地内の中津川流域(3,544ha)を対象とし,1947年にみられた崩壊地の残存傾向と地形要因の関係について数量化II類により解析した。崩壊地は1993年までに植生回復したものを回復型,1993年もなお残存しているものを残存型と分類した。また,地形因子には標高,斜面方位,傾斜,横断形状,傾斜変換点の5つを用いた。その結果,偏相関係数・レンジはともに標高>斜面方位>傾斜変換点>横断形状>傾斜の順となり,特に標高と斜面方位の影響が大きくなった。標高区分900m以上で残存傾向となり,標高が高い区分になるほどその傾向も強くなった。斜面方位は南,南東,西向き斜面に残存傾向がみられた。こうした高標高エリアの南と南東向き斜面は,凍結・融解作用により表土の移動が激しく崩壊地に侵入した植生が定着しにくいため,崩壊地の残存期聞か長期化したのではないかと考えられる。このようなエリアでは土壌保全を優先し,天然林を主とする森林管理が適当であると考えられる。